scholarly journals Effect of Student Activity Participation on Accounting Education

2019 ◽  
Vol 5 (3) ◽  
pp. 40
Author(s):  
Yeon-Hee Park ◽  
Tae-Young Paik ◽  
Jeong-Ho Koo
Keyword(s):  
Accounting Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning ◽  
Active Involvement ◽  
Positive Effects ◽  
Board Games ◽  
Introductory Accounting ◽  
Accounting Courses ◽  
Positive Engagement

Accounting education focuses on delivering knowledge to students. Most student are passive, behaving as bystanders or listeners in lecturer-oriented learning. However, student-centered learning requires active and positive engagement from students to generate effective learning. Board games represent a key driving tool in inducing student participation and interest in active learning. This study investigates whether the active participation of students in class activities has positive effects on accounting education. Specifically, it tests whether active student involvement in board game activities in introductory accounting courses contributes to effective learning. There were a few key findings. Firstly, the more actively that students participate in the game, the higher their favorable changes are in terms of perception of accounting. Secondly, the higher their positive perceptions are, the higher the effects of accounting education are. These results imply that the active involvement of learners is a precondition for the effect of accounting education activities, and that positive perception is a mediator for learning effects.

scholarly journals IMPLEMENTASI PAIKEM PENGARUHNYA TERHADAP KOMPETENSI, KUALITAS, EFISIENSI DAN EFEKTIVITAS PEMBELAJARAN

2019 ◽  
Vol 17 (2) ◽  
pp. 312
Author(s):  
Indrayati Indrayati
Keyword(s):  
Cooperative Learning ◽  
Project Based Learning ◽  
Learning Effectiveness ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning ◽  
Learning Efficiency ◽  
Creative Learning ◽  
Class Room ◽  
Learning Competence

The research aimed at developing and implementing the PAIKEM method with Student centered learning, Project Based Learningand cooperative learning, effective learning, fun Learningso the learning in the accounting department  able to produce high quality human resources so able to compete  in the global  or international market. The research method was quantitative with data collection by using interview, questionnaire, documentation, triangulation from class room action  research.  Analysis method done with Manova to know the influence of the Paikem method implementation toward competence, quality, efficiency, and effectiveness of learning. The results showed that student centered learning, cooperative learning, fun learning influence insignificantly toward learning competence, while project based learning, creative learning, effective learning influence significantly toward learning competence.  Then student centered learning, cooperative learning, fun learning influence insignificantly toward learning quality, while project based learning, creative learning, effective learning influence significantly to the learning quality.  Then student centered learning, creative learning influence insignificantly toward the learning efficiency, while project based learning, cooperative learning, effective learning influence significantly toward learning efficiency. Toward learning efficiency.  Then student centered learning,  creative learning, effective learning influence insignificantly toward learning effectiveness, while project based learning, cooperative learning, fun learning influence significantly toward learning effectiveness.

Breaking Away

2011 ◽  
pp. 431-450
Author(s):  
Sharon Stoerger
Keyword(s):  
Continuing Education ◽  
Virtual Worlds ◽  
Second Life ◽  
Prominent Feature ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning ◽  
Text Chat ◽  
Rapid Pace ◽  
Education Courses

Technology is changing at a rapid pace, and information is becoming a more prominent feature in society. Advocates of educational technology contend that virtual worlds will revolutionize education. Many of these arguments in support of educational uses of technology emphasize the fact that virtual worlds have the potential to foster a more student-centered learning environment. This research involved the analysis of synchronous text chat and observational data collected from Second Life® (SL) continuing education courses at three different course levels – beginner, intermediate, and advanced. To support or refute these findings, unstructured interviews were conducted with SL course instructors and students. In general, the SL instructors relied heavily upon teacher-centered methods. However, the results of this study suggest that the use of student-centered approaches in virtual world – ones that draw from constructivist epistemologies – have the potential to create a more effective learning situation for the students.

scholarly journals A Meta-Analysis of the Cognitive, Affective, and Interpersonal Outcomes of Flipped Classrooms in Higher Education

2020 ◽  
Vol 10 (4) ◽  
pp. 115 ◽  
Author(s):  
Hwan Young Jang ◽  
Hye Jeong Kim
Keyword(s):  
Higher Education ◽  
Flipped Classroom ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Effect Sizes ◽  
Medium Effect ◽  
Student Centered ◽  
Student Centered Learning ◽  
Positive Effects ◽  
Flipped Classrooms

This paper aims to quantify the effects of flipped classrooms in higher education by reviewing 43 empirical studies of students’ cognitive, affective, and interpersonal outcomes. The innovative pedagogy of a flipped classroom in higher education fosters a sustainable, interactive, and student-centered learning environment (as opposed to the traditional lecture style, in which there is little room for interaction). This study’s results show the positive effects of flipped classrooms and highlight the improvement in students’ educational outcomes between 2012 and 2017. Overall, effect sizes were medium—effect size (ES) = 0.35, 95% confidence interval (CI) = 0.24 to 0.47—across three outcome domains using a random effects model. In the outcomes, affective (ES = 0.59), interpersonal (ES = 0.53), and cognitive (ES = 0.24) domains were of a higher order than the effect sizes. However, the results indicated that flipped classrooms benefitted students studying chemistry, engineering, mathematics, and physics less than they did students studying other subjects.

scholarly journals Student-centered learning and effective learning environment

2019 ◽  
Vol 127 (2) ◽  
pp. 135-146
Author(s):  
Sholpan Zharkynbekova ◽  
◽  
Kuralai Urazayeva ◽  
Sylvia Petkova ◽  
Gulmira Kozhamkulova ◽  
...  
Keyword(s):  
Learning Environment ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning

scholarly journals Effectiveness of Moodle in student’s independent work

2021 ◽  
Vol 273 ◽  
pp. 12084
Author(s):  
Yana Gudkova ◽  
Svetlana Reznikova ◽  
Maria Samoletova ◽  
Elena Sytnikova
Keyword(s):  
Data Collection ◽  
Blended Learning ◽  
Real Time ◽  
Independent Study ◽  
Student Centered ◽  
Student Centered Learning ◽  
The Real ◽  
Qualitative And Quantitative ◽  
Active Involvement ◽  
Independent Work

Moodle is massively used as an essential component of blended-learning courses or mainly incorporated in traditional offline classes. The present research was aimed to investigate the effectiveness of integrating Moodle into student’s independent study within the framework of EFL course delivered online at Southern Federal University. Both qualitative and quantitative approaches were used, questionnaires being the main data collection techniques. The results have showed that Moodle helps students to revise and better understand the material studied in class. It has also been found that Moodle has facilitated student-centered learning allowing students to complete tasks anywhere and anytime. Moreover, it has made course administration easier and helped to reduce the time of delivering instruction and getting the real-time analytics. In addition, the students have stated that interactive and multimedia materials encourage their active involvement in learning and retained motivation. Both students and instructors express positive opinions towards learning English via Moodle.

Facing failure

2020 ◽  
Vol 33 (2) ◽  
pp. 287-306
Author(s):  
Nicola Beatson ◽  
David Berg ◽  
Jeffrey K. Smith
Keyword(s):  
Accounting Education ◽  
Unique Contribution ◽  
Failure Rates ◽  
Content Type ◽  
Introductory Accounting ◽  
Accounting Courses ◽  
The Individual ◽  
The University ◽  
Student Reflections ◽  
Complex Matter

Purpose The purpose of this study is to investigate failure in an introductory accounting course. Failure rates are often hard to explain and have a cost to both the individual and to the university. This paper offers insight into this complex matter. Design/methodology/approach This paper uses data gathered from a survey instrument on self-efficacy beliefs and personal written reflections from students who had previously failed the introductory accounting course to diagnose why students may have failed. Findings The key finding in this paper is that students are individuals and there can be multiple reasons for failure. Research limitations/implications One limitation in this paper is the sample size of six-student reflections. This in itself speaks to the difficultly in researching this area, as students are often not willing to face failure and discuss it. Practical implications The main contribution from this paper is an awareness for educators, as failure can occur for multiple reasons. This paper both adds to the literature on failure in accounting courses and helps inform educators of why their students may fail. Originality/value It is very challenging to research failure and therefore there is very little work on this area. At this time, the authors have no knowledge of any papers, which address the failure rates in introductory accounting courses from the individual perspective. Therefore, this paper has a unique contribution to the field of accounting education.

scholarly journals MODEL PEMBELAJARAN BAHASA ARAB YANG TERFOKUS PADA SISWA (STUDENT-CENTERED LEARNING/SCL)

2019 ◽  
Vol 7 (1) ◽  
pp. 67-84
Author(s):  
Ahmad Asse
Keyword(s):  
Global Education ◽  
Learning Model ◽  
Religious Language ◽  
Learning Models ◽  
Learning Potential ◽  
Student Centered ◽  
Student Centered Learning ◽  
Effective Learning ◽  
Conventional Teaching ◽  
Modern Learning

This paper would like to descripte the characteristics of learning that focused on the learners, the benefits, the weaknesses and the steps of its use to achieve the goal of learning Arabic. Learning model is an important part which is understood by every Arabic teacher to be able to present the condition of learning that is always fun for learners. An effective model for learning in Arabic is the learning model that concentrated to student. The use of this learning model is believed to be able to improve the four competencies of Arabic learners, namely the ability to speak, write, read and hear. For this reason, an Arabic teacher must understand the various variants of an effective learning model which centered on the learning potential of students in order to present the materials in an enjoyable. Therefore, it is important for any Arabic teacher to change the teacher-centered paradigm which is conventional teaching towards a modern learning paradigm which centered to the creative ability of students during the Arab learning proccess. The use of learning models which focused to learners in Arabic learning should be supported by teacher innovation that can empower learners to be active during learning. In addition, the teacher seeks to construct the latest Arabic material by utilizing the technology media relevant to the progress of the global education world, especially in learning Arabic as the language of the Islamic world and religious language.

scholarly journals Development Of Geobot Games in Teaching and Facilitation of Form Four Geographical Skills Topics

2021 ◽  
Vol 6 (6) ◽  
pp. 276-288
Author(s):  
Mohamad Amran Manining ◽  
Soon Singh A/L Bikar Singh
Keyword(s):  
Secondary School ◽  
Ministry Of Education ◽  
Game Based Learning ◽  
Learning Session ◽  
Student Centered ◽  
Student Centered Learning ◽  
Active Involvement ◽  
Design And Development Research ◽  
Addie Model ◽  
School Standard

The suitability of Teaching and Facilitation Strategies (PDPc) will be able to create effective and fun learning for students in schools where the ability of teachers to plan and implement various PdPc strategies is able to optimize a learning session. PDPc's student -centered strategy can provide opportunities for students to submit opinions, cultivate the attitude of always seeking knowledge and learning throughout life. Student -centered learning that requires the active involvement of students in finding and investigating problems, constructing hypotheses, designing experiments, collecting data as well as drawing conclusions to solve problems can be implemented through game -based learning. While the teacher only acts as a facilitator. This study is a design and development research using the ADDIE Model. Findings show that the implementation of the ADDIE Model in the development of Geobot Game Module makes the development of modules can be carried out systematically and produce modules relevant to the Secondary School Standard Curriculum for Geography form four set by the Ministry of Education Malaysia.

scholarly journals Perspectives on the implementation of differentiated teaching (on the example of teaching mathematics at the elementary level)

2021 ◽  
Author(s):  
Nino Nakhutsrishvili ◽  
Mimoza Tkebuchava
Keyword(s):  
Learning Process ◽  
Elementary Level ◽  
Teaching Mathematics ◽  
Great Chance ◽  
Student Centered ◽  
Student Centered Learning ◽  
Active Involvement ◽  
Differentiated Learning ◽  
The Individual ◽  
Differentiated Teaching

Student-centered learning is unimaginable without the implementation of differentiated approaches. We can find out a number of publications and articles about this subject. The American professor Carol Ann Tomlinson has quite important articles on differentiated teaching from contemporaries. In his work, Tomlinson discusses in detail and in depth the essence of differentiated teaching as one of the effective approaches and the principles of its implementation. However, a number of issues (why is differentiated learning so important and relevant? What makes it relevant?) Still require a good understanding in order to successfully implement this approach when teaching a particular subject. These issues are discussed in the article on the example of teaching elementary school mathematics and clarifies the perspectives of using a differentiated approach in these areas. Differentiated learning is fully suited to student-centered learning, as it implements a learning process focused on the needs, skills and abilities of each student (group of students). According to Tomlinson, differentiated learning is constructed and implemented to take into account the readiness, interests and learning profile of students to create optimal conditions for development for each of them. This is one of the best ways to implement an individual approach to students.Providing a learning process tailored to the needs of the students and teacher feedback on the needs of the students include teacher activities in a number of areas. Tonlimson and Mooney consider new opportunities for students, a sense of partnership, expectations, and training for quality learning significantly; Which contributes to class success and student growth. The condition for facilitating is the active involvement of students in the learning process, their cooperation;The essence of the issue is clarified in the article on the example of a mathematics course, how we can apply this approach in the teaching-learning process and why it is extremely valuable to implement differentiated teaching from the elementary level. This need is explained in relation to the specifics of teaching mathematics as a school subject. The "technology" of differentiated teaching, the essence of differentiation based on student readiness, as well as what the subject of differentiation includes are discussed in detail. Differentiation of each component according to the individual components of the curriculum (content, process, product) is discussed with specific examples. With the help of different types of tasks it is possible to use the possibilities and perspectives of differentiation in teaching mathematics at the elementary level. Some recommendations in this regard are offered. The issue discussed in the article concludes that the purposeful use of differentiation from the elementary level gives a great chance for the multifaceted development of students, which is accompanied by the results of successful teaching in mathematics.

scholarly journals THE USE OF TEACHING AIDS IN THE TEACHING OF MALAY LANGUAGE USING A STUDENT-CENTERED LEARNING APPROACH

2019 ◽  
Vol 4 (33) ◽  
pp. 78-94
Author(s):  
Alizah Lambri ◽  
Zamri Mahamood
Keyword(s):  
Learning Process ◽  
Research Participant ◽  
Learning Session ◽  
Development Education ◽  
Student Centered ◽  
Student Centered Learning ◽  
Main Research ◽  
Active Involvement ◽  
Teaching Aids ◽  
Technological Developments

This study was aimed at looking at teaching tools and materials (ABM / BBM) used by lecturers in implementing student-centered learning at institutions of higher learning. In this study, the implementation of a student-centered approach is only seen in one Malay language course. This study involved a Malay language lecturer as the main research participant, while the students involved during the learning process during the study were also made informants. The findings show that there are a variety of ABM / BBM used by lecturers for the purpose of promoting active involvement of students following the learning session. However, in order to ensure that the learning process takes place more smoothly in line with the development of the 21st century pedagogy and to address the challenges of Education 4.0, lecturers are advised to be more aware of the latest technology developments so that ABM / BBM can be used in class in line with world development education is now inseparable with technological developments.

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